We are told that education is the builder of the future, so if it is on Ali Bongo-Seraphin Moundounga system that the Gabon of tomorrow would be built, God help us!

It is now clear that, in general, the educational professionals such as teachers, and consumers of education whom the students are, backhandedly reject all the bullshit proposed by the pair of Ali Bongo-Seraphin Moundounga. These teachers, pupils and students, and the parents are entitled to demand, and that is what they are doing now, the reformulation and reorganization of the Gabonese education system according to the requirements of the society which we want to live in the third millennium. The method of Billy clubs for students who dare to protest anything, and forced labor for teachers, some of whom can work for 5 years without wage and when payday arrives, it is sometimes 80,000 CFA francs a month (less than $200), as preferred by the pair Ali Bongo-Seraphin Moundounga has shown its narrow limits. The Gabonese people do not want that!

Teachers, youth and parents of Gabon expect that the education system that is offered to them be a system combining the highest level of performance of its youth with a greater equity of opportunity for success and an obvious measurable incentive to the teaching profession by the public service. Yet there are many examples and models in the world, Gabon could draw from. Caution, it is however not simply about cut and paste an incorrect type of system from another cultural and sociological context, to our national reality. What would be good to do in Gabon is to provide an opportunity to reexamine the relevant issues in educational, meaning its content, mode of operation, performance evaluation and distribution of power and authority, around the Gabonese education system. To be limited to the beating and gassing of students and pupils demonstrates only one thing: the incompetence of the regime!

As an example that could inspire Gabon, we have had no difficulty in procuring an excellent report published by the World Bank on the reforms of education in the Middle East and North Africa. This report presents the advantage of covering an area whose problems are fairly close to what we know in the countries south of the Sahara and also that is sociologically not too far from the requirements we experience. We publish this report below (in French only), take the time to read it and you will understand that almost everything is in there. Content, assessment methods, what works, what does not work, how to encourage teachers and students and how to measure success or failure, etc.

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